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Group 4 role of l2 input
The document discusses the role of input in second language acquisition from several perspectives. It defines input as the language directed at the learner, and notes that it can be conscious or unconscious. Input comes in written, verbal, and non-linguistic forms from teachers, students, and media. The input hypothesis states that language is acquired through comprehending messages. Teachers should provide comprehensible input that is interesting, sufficient, and authentic to improve students' knowledge.
Main Presentation
The document discusses theories of second language acquisition and the role that information and communication technologies (ICT) can play. It covers Stephen Krashen's theories of acquisition vs learning, the natural order hypothesis, the input hypothesis, and the affective filter hypothesis. It then presents Charles Cornelius' top 10 ways that ICT can provide comprehensible input at a low affective filter level, including chat rooms, email, blogging, podcasts, dictionaries, online texts, videos, video conferencing, virtual worlds, and language quests.
Principles of language acquisition
This document introduces the relationship between second language acquisition theory, applied linguistics research, and the insights of experienced language teachers as they relate to language teaching methodology. It argues that all three approaches should inform each other, but that in reality there is little interaction between them. The document outlines the three approaches: 1) second language acquisition theory, which consists of testable hypotheses about language learning; 2) applied linguistics research, which aims to solve practical problems through experimentation; and 3) insights from experienced teachers, which are based on observation rather than empirical research. It proposes that an ideal relationship would have information flowing between all three to mutually influence language teaching practice, but that currently there is little integration between theory, research, and practice
Observing learning and teaching in the second language classroom
- The document summarizes research on observing learning and teaching in second language classrooms. It describes key differences between natural and instructional language acquisition settings. It also outlines several studies that developed observation schemes to analyze teaching practices, corrective feedback, teacher questioning behaviors, and the social and political contexts impacting second language learning.
Teaching Grammar in Taiwan
The document discusses current problems with education in Taiwan, including over reliance on grammar translation methods, teacher-centered instruction, and competitive learning environments. It notes these approaches limit opportunities for language practice and communication. The document recommends combining diverse teaching methods, using the native language to increase comfort, incorporating grammar into communication-focused lessons, focusing on both fluency and accuracy, and encouraging student-centered learning styles. Grammar concepts are identified that can help with writing skills like sentence structure, style, and editing. Tips for grammar instruction include mixing methods, relating grammar to communication, and balancing fluency and accuracy.
Lecture 7. theories explaining second language (2)
The document discusses several key concepts from the cognitive/developmental perspective on second language acquisition (SLA). It describes SLA as (1) building up knowledge through paying attention, practice, and automaticity, (2) proceeding from declarative to procedural knowledge like other skills, and (3) influenced by interaction, noticing, and input processing. The perspective sees learning as gradual development rather than innate abilities or behaviorist conditioning alone.
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Group 4 role of l2 input
The document discusses the role of input in second language acquisition from several perspectives. It defines input as the language directed at the learner, and notes that it can be conscious or unconscious. Input comes in written, verbal, and non-linguistic forms from teachers, students, and media. The input hypothesis states that language is acquired through comprehending messages. Teachers should provide comprehensible input that is interesting, sufficient, and authentic to improve students' knowledge.
Main Presentation
The document discusses theories of second language acquisition and the role that information and communication technologies (ICT) can play. It covers Stephen Krashen's theories of acquisition vs learning, the natural order hypothesis, the input hypothesis, and the affective filter hypothesis. It then presents Charles Cornelius' top 10 ways that ICT can provide comprehensible input at a low affective filter level, including chat rooms, email, blogging, podcasts, dictionaries, online texts, videos, video conferencing, virtual worlds, and language quests.
Principles of language acquisition
This document introduces the relationship between second language acquisition theory, applied linguistics research, and the insights of experienced language teachers as they relate to language teaching methodology. It argues that all three approaches should inform each other, but that in reality there is little interaction between them. The document outlines the three approaches: 1) second language acquisition theory, which consists of testable hypotheses about language learning; 2) applied linguistics research, which aims to solve practical problems through experimentation; and 3) insights from experienced teachers, which are based on observation rather than empirical research. It proposes that an ideal relationship would have information flowing between all three to mutually influence language teaching practice, but that currently there is little integration between theory, research, and practice
Observing learning and teaching in the second language classroom
- The document summarizes research on observing learning and teaching in second language classrooms. It describes key differences between natural and instructional language acquisition settings. It also outlines several studies that developed observation schemes to analyze teaching practices, corrective feedback, teacher questioning behaviors, and the social and political contexts impacting second language learning.
Teaching Grammar in Taiwan
The document discusses current problems with education in Taiwan, including over reliance on grammar translation methods, teacher-centered instruction, and competitive learning environments. It notes these approaches limit opportunities for language practice and communication. The document recommends combining diverse teaching methods, using the native language to increase comfort, incorporating grammar into communication-focused lessons, focusing on both fluency and accuracy, and encouraging student-centered learning styles. Grammar concepts are identified that can help with writing skills like sentence structure, style, and editing. Tips for grammar instruction include mixing methods, relating grammar to communication, and balancing fluency and accuracy.
Lecture 7. theories explaining second language (2)
The document discusses several key concepts from the cognitive/developmental perspective on second language acquisition (SLA). It describes SLA as (1) building up knowledge through paying attention, practice, and automaticity, (2) proceeding from declarative to procedural knowledge like other skills, and (3) influenced by interaction, noticing, and input processing. The perspective sees learning as gradual development rather than innate abilities or behaviorist conditioning alone.
The principles of efl learning
The document discusses the principles of English as a foreign language (EFL) learning. It covers elements like the roles of the learner and teacher, as well as factors that influence student motivation. Intrinsic and extrinsic motivation are explained, and tips are provided for teachers to motivate unmotivated students, such as using pair work, seating arrangements, error correction, role play, and audio/visual aids. The conclusion emphasizes that motivation is important for teachers to consider and that understanding student needs and creating an engaging atmosphere can help maintain student motivation for learning English.
Observing learning and teaching in the second language
This document discusses different methods for second language acquisition, including natural acquisition, traditional instruction, and communicative instruction. Natural acquisition is characterized by exposure to a variety of vocabulary and structures through natural interactions, without error correction and access to modified input. Traditional instruction focuses on rule presentation and error correction with limited discourse. Communicative instruction emphasizes interaction as the goal, incorporating group work, role plays, and a variety of language types without direct error correction. A table compares key aspects of the different methods, such as the presence of error correction, learning one thing at a time, availability of time and native speakers, and access to modified input.
Second language learning in the classroom
This document discusses several studies on second language teaching methods. It begins by introducing 6 proposals for teaching a second language: 1) Get it right from the beginning, 2) Just listen...and read, 3) Let's talk, 4) Two for one, 5) Teach what is teachable, and 6) Get it right in the end. It then summarizes several classroom examples and research studies that tested these different methods, finding that comprehensive input through listening and reading alone can be effective, but that opportunities for communicative practice also benefit learners. The document analyzes strengths and limitations of various approaches to second language instruction.
Fluency presentation
This document provides information and strategies for teachers to improve students' reading fluency. It discusses screening students' reading accuracy and progress monitoring. For proficient students, it recommends continuing instruction in word decoding, meaning, and speaking at grade level. For struggling students, it suggests interventions like echo reading, repeated reading of texts, and using recordings to improve reading speed, accuracy and expression. Small group lessons focus on developing fluency and decoding skills. The document includes grade-level oral reading fluency norms.
Approaches to language teaching
This document discusses different approaches to language teaching including characteristics of optimal input for language acquisition. It summarizes several common language teaching methods such as grammar translation, audio-lingualism, cognitive-code method, direct method, natural approach, total physical response, and suggestopedia. For each method, it describes the learning procedure, goals, and how they align with optimal input characteristics. It suggests considering students' interests, providing comprehensible input, and not focusing too much on grammatical accuracy or sequences. Later sections discuss alternatives like conversation, pleasure reading, using subject matter, and considerations for test evaluation, material selection, and extra activities.
Seven Laws of Teaching
The document outlines 7 strategic concepts or "laws" for effective religious education teaching. The laws are: the law of the teacher, the law of education, the law of activity, the law of communication, the law of the heart, the law of encouragement, and the law of readiness. Following these laws means being passionate and committed to students, engaging them through active learning, building strong relationships through communication, and motivating them both intrinsically and extrinsically. Effective teaching requires investment from both teacher and student to ensure maximum learning and impact.
Fluency vs accuracy
Fluency refers to how easily one can communicate ideas through speaking or writing, while accuracy focuses on correct grammar usage. Fluency involves practicing what you know to speak fluidly, whereas accuracy requires focusing on language rules. True proficiency combines both fluency and accuracy, along with appropriacy or using the right language structures for different contexts. The document encourages practicing oral fluency daily to improve communication skills.
Second language acquisition in the classroom
This document discusses theories of second language acquisition, including behaviorism, cognitive theory, and creative construction theory. Behaviorism views language development as habit formation influenced by the first language. Cognitive theory sees acquisition as building knowledge systems that become automated through practice. Creative construction theory proposes that learners internally construct representations of the target language through listening and reading, with speech and writing being outcomes rather than causes of learning.
Kreshen's theory on language acquisition
Krashen proposes five hypotheses to explain second language acquisition:
1) The Acquisition-Learning Hypothesis distinguishes between subconscious acquisition similar to first language learning, and conscious learning of rules which does not lead to fluency.
2) The Monitor Hypothesis states that learned rules can only be used to edit output after fluency is developed, not during acquisition.
3) The Natural Order Hypothesis claims language rules are acquired in a predictable order, not necessarily the order taught.
4) The Input Hypothesis argues comprehensible input above one's level drives acquisition, not direct teaching of speech.
5) The Affective Filter Hypothesis describes how anxiety can prevent acquiring
A Methodical History of Language Teaching, Brown
The document provides a historical overview of methods for teaching foreign languages from the 19th century to present day. It describes the Grammar Translation Method, Community Language Learning, Suggestopedia, the Silent Way, Total Physical Response, the Natural Approach, and Functional Syllabuses. Each method is summarized with its key principles and disadvantages discussed. The reading concludes with study guide questions about applying past methods to modern language teaching.
Scaffolding and zone of proximal development
Scaffolding refers to providing contextual supports for learning through simplified language, modeling, visuals and cooperative learning. It involves guiding a learner's development with focused questions and interactions. Jerome Bruner first introduced the theory of scaffolding in the 1950s to describe how parents facilitate children's language acquisition through informal instruction. Lev Vygotsky introduced the concept of the Zone of Proximal Development (ZPD), defined as the difference between what a learner can do independently and what they can do with guidance. Within the ZPD, learning is most effective when aimed at the learner's potential rather than independent level. Scaffolding helps learners develop skills within their ZPD before the supports are gradually removed.
Accuracy and fluency 09
The document discusses the differences between accuracy and fluency in language learning and teaching. It defines accuracy as the ability to produce grammatically correct language, while fluency refers to ease and flow of language production. The document recommends balancing activities that emphasize accuracy, such as intensive reading and planning tasks, with those that focus on fluency, like extensive reading, free writing, and spontaneous speaking tasks. Teachers should provide opportunities to develop both accuracy and fluency skills in the four areas of reading, listening, writing, and speaking.
12 principles of language teaching power point notes page
The document outlines 12 principles of language teaching:
1. It groups the principles into cognitive, socioaffective, and linguistic categories.
2. The cognitive principles focus on developing automaticity, meaningful learning, intrinsic motivation, and strategic investment.
3. The socioaffective principles address language ego, willingness to communicate, and the connection between language and culture.
4. The linguistic principles cover the native language effect, interlanguage, and developing communicative competence.
Second language learning classroom
This proposal emphasizes providing learners with comprehensible input through listening and reading activities without any speaking or writing practice. Research on total physical response, immersion programs, input flood, and input processing found that while comprehension skills can develop through input alone, it is not sufficient for reaching high levels of accuracy and grammar. Learners need both comprehensible input and opportunities to produce language in order to fully develop their second language abilities.
Fluency Presentation
The document discusses reading fluency, which involves reading quickly, accurately, and with expression. It is important for comprehension. The document recommends guided repeated reading with feedback to develop fluency. Teachers should assess fluency regularly to monitor progress and determine if students need additional support or can move to more advanced texts. Adaptations may help students with special needs.
Total Physical Response Cpr1[1]
Total Physical Response (TPR) is a language teaching method developed by James Asher in the 1970s that is based on the coordination of speech and physical actions. It mimics how children acquire their first language by having students listen and perform physical actions in response to verbal commands before speaking themselves. This helps reduce anxiety and develop comprehension skills first in a low-stress, enjoyable way through activities like games and skits. The teacher actively guides lessons while students respond physically at first before also giving commands in the target language.
Teaching By Principles (Douglas Brown)
1. Douglas Brown outlines 12 principles for teaching a second language from cognitive, affective, and linguistic perspectives.
2. The principles include developing automaticity, meaningful learning over rote learning, anticipating rewards, intrinsic motivation, strategic investment, managing language ego and risk-taking, understanding the language-culture connection, and developing interlanguage and communicative competence.
3. Applying these principles involves focusing on language use rather than just knowledge, developing fluency as well as accuracy, and ensuring classroom learning prepares students for real-world language use.
Second Language Learning in the Classroom
The document summarizes 6 proposals for classroom teaching of second languages: 1) Get it right from the beginning focuses on structure and accuracy; 2) Just listen...and read is based on comprehensible input through listening and reading; 3) Let's talk emphasizes meaningful interaction and negotiation of meaning; 4) Two for one refers to content-based instruction where students learn a subject and language; 5) Teach what is teachable suggests some structures develop predictably while others depend on individual factors; 6) Get it right in the end emphasizes form-focused instruction and explicit error correction. Each proposal is accompanied by summaries of 2-3 research studies providing evidence for or against the approach.
Second language acquisition
Second language acquisition refers to the process of learning a second language. There are several theories that attempt to explain how second languages are learned, including Universal Grammar, Monitor Theory, Behaviourism, Cognitive Psychology, Connectionism, the Multidimensional Model, Interactionist Perspectives, and Developmental Sequences. Research shows that instruction can significantly impact the rate of second language learning and long-term accuracy, especially when focused on semantic or lexical errors within communicative interactions.
Criticisms of krashen’s five hypotheses (full)
The document summarizes criticisms of Stephen Krashen's five hypotheses about second language acquisition. It discusses issues with Krashen's input hypothesis, affective filter hypothesis, acquisition-learning hypothesis, monitor hypothesis, and natural order hypothesis. Key criticisms include the difficulty of defining language levels, lack of evidence that increased input leads to acquisition, failure to explain individual differences in adult language learning, declining accessibility of the language acquisition device in adults, difficulties applying the monitor hypothesis in real-life usage, and evidence that second language acquisition order depends on an individual's first language.
CBO's Immigration Projections - Presentation
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Observing learning and teaching in the second language
This document discusses different methods for second language acquisition, including natural acquisition, traditional instruction, and communicative instruction. Natural acquisition is characterized by exposure to a variety of vocabulary and structures through natural interactions, without error correction and access to modified input. Traditional instruction focuses on rule presentation and error correction with limited discourse. Communicative instruction emphasizes interaction as the goal, incorporating group work, role plays, and a variety of language types without direct error correction. A table compares key aspects of the different methods, such as the presence of error correction, learning one thing at a time, availability of time and native speakers, and access to modified input.
Second language learning in the classroom
This document discusses several studies on second language teaching methods. It begins by introducing 6 proposals for teaching a second language: 1) Get it right from the beginning, 2) Just listen...and read, 3) Let's talk, 4) Two for one, 5) Teach what is teachable, and 6) Get it right in the end. It then summarizes several classroom examples and research studies that tested these different methods, finding that comprehensive input through listening and reading alone can be effective, but that opportunities for communicative practice also benefit learners. The document analyzes strengths and limitations of various approaches to second language instruction.
Fluency presentation
This document provides information and strategies for teachers to improve students' reading fluency. It discusses screening students' reading accuracy and progress monitoring. For proficient students, it recommends continuing instruction in word decoding, meaning, and speaking at grade level. For struggling students, it suggests interventions like echo reading, repeated reading of texts, and using recordings to improve reading speed, accuracy and expression. Small group lessons focus on developing fluency and decoding skills. The document includes grade-level oral reading fluency norms.
Approaches to language teaching
This document discusses different approaches to language teaching including characteristics of optimal input for language acquisition. It summarizes several common language teaching methods such as grammar translation, audio-lingualism, cognitive-code method, direct method, natural approach, total physical response, and suggestopedia. For each method, it describes the learning procedure, goals, and how they align with optimal input characteristics. It suggests considering students' interests, providing comprehensible input, and not focusing too much on grammatical accuracy or sequences. Later sections discuss alternatives like conversation, pleasure reading, using subject matter, and considerations for test evaluation, material selection, and extra activities.
Seven Laws of Teaching
The document outlines 7 strategic concepts or "laws" for effective religious education teaching. The laws are: the law of the teacher, the law of education, the law of activity, the law of communication, the law of the heart, the law of encouragement, and the law of readiness. Following these laws means being passionate and committed to students, engaging them through active learning, building strong relationships through communication, and motivating them both intrinsically and extrinsically. Effective teaching requires investment from both teacher and student to ensure maximum learning and impact.
Fluency vs accuracy
Fluency refers to how easily one can communicate ideas through speaking or writing, while accuracy focuses on correct grammar usage. Fluency involves practicing what you know to speak fluidly, whereas accuracy requires focusing on language rules. True proficiency combines both fluency and accuracy, along with appropriacy or using the right language structures for different contexts. The document encourages practicing oral fluency daily to improve communication skills.
Second language acquisition in the classroom
This document discusses theories of second language acquisition, including behaviorism, cognitive theory, and creative construction theory. Behaviorism views language development as habit formation influenced by the first language. Cognitive theory sees acquisition as building knowledge systems that become automated through practice. Creative construction theory proposes that learners internally construct representations of the target language through listening and reading, with speech and writing being outcomes rather than causes of learning.
Kreshen's theory on language acquisition
Krashen proposes five hypotheses to explain second language acquisition:
1) The Acquisition-Learning Hypothesis distinguishes between subconscious acquisition similar to first language learning, and conscious learning of rules which does not lead to fluency.
2) The Monitor Hypothesis states that learned rules can only be used to edit output after fluency is developed, not during acquisition.
3) The Natural Order Hypothesis claims language rules are acquired in a predictable order, not necessarily the order taught.
4) The Input Hypothesis argues comprehensible input above one's level drives acquisition, not direct teaching of speech.
5) The Affective Filter Hypothesis describes how anxiety can prevent acquiring
A Methodical History of Language Teaching, Brown
The document provides a historical overview of methods for teaching foreign languages from the 19th century to present day. It describes the Grammar Translation Method, Community Language Learning, Suggestopedia, the Silent Way, Total Physical Response, the Natural Approach, and Functional Syllabuses. Each method is summarized with its key principles and disadvantages discussed. The reading concludes with study guide questions about applying past methods to modern language teaching.
Scaffolding and zone of proximal development
Scaffolding refers to providing contextual supports for learning through simplified language, modeling, visuals and cooperative learning. It involves guiding a learner's development with focused questions and interactions. Jerome Bruner first introduced the theory of scaffolding in the 1950s to describe how parents facilitate children's language acquisition through informal instruction. Lev Vygotsky introduced the concept of the Zone of Proximal Development (ZPD), defined as the difference between what a learner can do independently and what they can do with guidance. Within the ZPD, learning is most effective when aimed at the learner's potential rather than independent level. Scaffolding helps learners develop skills within their ZPD before the supports are gradually removed.
Accuracy and fluency 09
The document discusses the differences between accuracy and fluency in language learning and teaching. It defines accuracy as the ability to produce grammatically correct language, while fluency refers to ease and flow of language production. The document recommends balancing activities that emphasize accuracy, such as intensive reading and planning tasks, with those that focus on fluency, like extensive reading, free writing, and spontaneous speaking tasks. Teachers should provide opportunities to develop both accuracy and fluency skills in the four areas of reading, listening, writing, and speaking.
12 principles of language teaching power point notes page
The document outlines 12 principles of language teaching:
1. It groups the principles into cognitive, socioaffective, and linguistic categories.
2. The cognitive principles focus on developing automaticity, meaningful learning, intrinsic motivation, and strategic investment.
3. The socioaffective principles address language ego, willingness to communicate, and the connection between language and culture.
4. The linguistic principles cover the native language effect, interlanguage, and developing communicative competence.
Second language learning classroom
This proposal emphasizes providing learners with comprehensible input through listening and reading activities without any speaking or writing practice. Research on total physical response, immersion programs, input flood, and input processing found that while comprehension skills can develop through input alone, it is not sufficient for reaching high levels of accuracy and grammar. Learners need both comprehensible input and opportunities to produce language in order to fully develop their second language abilities.
Fluency Presentation
The document discusses reading fluency, which involves reading quickly, accurately, and with expression. It is important for comprehension. The document recommends guided repeated reading with feedback to develop fluency. Teachers should assess fluency regularly to monitor progress and determine if students need additional support or can move to more advanced texts. Adaptations may help students with special needs.
Total Physical Response Cpr1[1]
Total Physical Response (TPR) is a language teaching method developed by James Asher in the 1970s that is based on the coordination of speech and physical actions. It mimics how children acquire their first language by having students listen and perform physical actions in response to verbal commands before speaking themselves. This helps reduce anxiety and develop comprehension skills first in a low-stress, enjoyable way through activities like games and skits. The teacher actively guides lessons while students respond physically at first before also giving commands in the target language.
Teaching By Principles (Douglas Brown)
1. Douglas Brown outlines 12 principles for teaching a second language from cognitive, affective, and linguistic perspectives.
2. The principles include developing automaticity, meaningful learning over rote learning, anticipating rewards, intrinsic motivation, strategic investment, managing language ego and risk-taking, understanding the language-culture connection, and developing interlanguage and communicative competence.
3. Applying these principles involves focusing on language use rather than just knowledge, developing fluency as well as accuracy, and ensuring classroom learning prepares students for real-world language use.
Second Language Learning in the Classroom
The document summarizes 6 proposals for classroom teaching of second languages: 1) Get it right from the beginning focuses on structure and accuracy; 2) Just listen...and read is based on comprehensible input through listening and reading; 3) Let's talk emphasizes meaningful interaction and negotiation of meaning; 4) Two for one refers to content-based instruction where students learn a subject and language; 5) Teach what is teachable suggests some structures develop predictably while others depend on individual factors; 6) Get it right in the end emphasizes form-focused instruction and explicit error correction. Each proposal is accompanied by summaries of 2-3 research studies providing evidence for or against the approach.
Second language acquisition
Second language acquisition refers to the process of learning a second language. There are several theories that attempt to explain how second languages are learned, including Universal Grammar, Monitor Theory, Behaviourism, Cognitive Psychology, Connectionism, the Multidimensional Model, Interactionist Perspectives, and Developmental Sequences. Research shows that instruction can significantly impact the rate of second language learning and long-term accuracy, especially when focused on semantic or lexical errors within communicative interactions.
Criticisms of krashen’s five hypotheses (full)
The document summarizes criticisms of Stephen Krashen's five hypotheses about second language acquisition. It discusses issues with Krashen's input hypothesis, affective filter hypothesis, acquisition-learning hypothesis, monitor hypothesis, and natural order hypothesis. Key criticisms include the difficulty of defining language levels, lack of evidence that increased input leads to acquisition, failure to explain individual differences in adult language learning, declining accessibility of the language acquisition device in adults, difficulties applying the monitor hypothesis in real-life usage, and evidence that second language acquisition order depends on an individual's first language.
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本公司拥有海外各大学样板无数，能完美还原海外各大学 Bachelor Diploma degree, Master Degree Diploma
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
在线办理(西班牙UPV毕业证书)瓦伦西亚理工大学毕业证毕业完成信一模一样
学校原件一模一样【微信：741003700 】《(西班牙UPV毕业证书)瓦伦西亚理工大学毕业证》【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
【主营项目】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
2024: The FAR - Federal Acquisition Regulations, Part 41
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
G7 Apulia Leaders Communique, June 2024 (1).pdf
G7 Apulia Leaders Communique, 14th June 2024
"The present Canon of the West"
G7 Apulia Leaders Communique, 14th June 2024
G7 Apulia Leaders Communique, June 2024
" The present Canon of the West"
The Power of Community Newsletters: A Case Study from Wolverton and Greenleys...
YOU WILL DISCOVER:
The engaging history and evolution of Wolverton and Greenleys Town Council's newsletter
Strategies for producing a successful community newsletter and generating income through advertising
The decision-making process behind moving newsletter design from in-house to outsourcing and its impacts
Dive into the success story of Wolverton and Greenleys Town Council's newsletter in this insightful webinar. Hear from Mandy Shipp and Jemma English about the newsletter's journey from its inception to becoming a vital part of their community's communication, including its history, production process, and revenue generation through advertising. Discover the reasons behind outsourcing its design and the benefits this brought. Ideal for anyone involved in community engagement or interested in starting their own newsletter.
Lecture 7 Module VII Agriculture Insurance - Support Services (2).pdf
Agriculture Insurance - Support Services
Milton Keynes Hospital Charity - A guide to leaving a gift in your Will
A forever thank you in your Will to Milton Keynes University Hospital can change lives for years to come.
karnataka housing board schemes . all schemes
The Karnataka government, along with the central government’s Pradhan Mantri Awas Yojana (PMAY), offers various housing schemes to cater to the diverse needs of citizens across the state. This article provides a comprehensive overview of the major housing schemes available in the Karnataka housing board for both urban and rural areas in 2024.
一比一原版(Adelaide毕业证)阿德莱德大学毕业证如何办理
原件一模一样【微信：95270640】【阿德莱德大学毕业证Adelaide学位证成绩单】【微信：95270640】（留信学历认证永久存档查询）采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信：95270640】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信：95270640】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份【微信：95270640】
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
→ 【关于价格问题（保证一手价格）
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：可来公司面谈，可签订合同，会陪同客户一起到教育部认证窗口递交认证材料，客户在教育部官方认证查询网站查询到认证通过结果后付款，不成功不收费！
办理阿德莱德大学毕业证毕业证假文凭Adelaide学位证【微信：95270640 】外观非常精致，由特殊纸质材料制成，上面印有校徽、校名、毕业生姓名、专业等信息。
办理阿德莱德大学毕业证Adelaide学位证毕业证假文凭【微信：95270640 】格式相对统一，各专业都有相应的模板。通常包括以下部分：
校徽：象征着学校的荣誉和传承。
校名:学校英文全称
授予学位：本部分将注明获得的具体学位名称。
毕业生姓名：这是最重要的信息之一，标志着该证书是由特定人员获得的。
颁发日期：这是毕业正式生效的时间，也代表着毕业生学业的结束。
其他信息：根据不同的专业和学位，可能会有一些特定的信息或章节。
办理阿德莱德大学毕业证毕业证假文凭Adelaide学位证【微信：95270640 】价值很高，需要妥善保管。一般来说，应放置在安全、干燥、防潮的地方，避免长时间暴露在阳光下。如需使用，最好使用复印件而不是原件，以免丢失。
综上所述，办理阿德莱德大学毕业证毕业证假文凭Adelaide学位证【微信：95270640 】是证明身份和学历的高价值文件。外观简单庄重，格式统一，包括重要的个人信息和发布日期。对持有人来说，妥善保管是非常重要的。
Bharat Mata - History of Indian culture.pdf
Bharat Mata Channel is an initiative towards keeping the culture of this country alive. Our effort is to spread the knowledge of Indian history, culture, religion and Vedas to the masses.
Spending in the 340B Drug Pricing Program, 2010 to 2021
Presentation by Rebecca Sachs and Joshua Varcie, analysts in CBO’s Health Analysis Division, at the 13th Annual Conference of the American Society of Health Economists.
2024: The FAR - Federal Acquisition Regulations, Part 42
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
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